Matching Tracksuits

Month: May 2003

At the Shop

Monday 12 May 2003

This afternoon it was cooler than it has been in the past, but it was still easily seventy degrees (Fahrenheit). I was at Stasiek’s shop, having an afternoon beer while sitting on a bench with Stasiek in front of his store.

Along came two gentlemen, with the younger heading inside to get beer for them both. I glanced at the older man, but didn’t really look at him. He struck up a conversation with me by saying, “Whew, it’s sure stuffy today.” Still not looking at him, I thought for a moment about disagreeing, for I thought it was rather pleasantly cool.

He continued, “We’ve been cleaning the cemetery, and whew, is it hot.”

Finally, I looked at him and the mystery was solved: mid-May, and he was wearing heavy pants, a thick flannel shirt, a woolen sweater, and toboggan.

I just said, “Yeah, I guess it is.”

EU Vote

Thursday 8 May 2003

There is a referendum on the seventh and eight of June for Poles to decide if they want their country to become a member. Hungary and Slovakia recently voted in the affirmative, as did Lithuania some time ago, I believe.

In order for the referendum to be valid, there has to be at least a 50% voter turnout. Some of those opposed are not even going to vote “No” for fear of raising the voter frequency. (If the turnout is less than 50%, then the Sejm (parliament) decides. “At least we’ll know by name who’s responsible then,” said one opponent.)

There seems to be a chronic shortage of concrete information about the effects of joining the EU. The pro-EU placards posted everywhere have pictures of individuals with something vague like, “I’m voting ‘Yes’ because I want to have a better future,” written in a stylish, script-like font. Marketing. There are concrete advantages, to be sure: EU subsidies for farmers, the ability to work abroad legally (though after a waiting period for most EU countries), and so on. Other than that . . .

Opponents, on the other hand, distribute photocopied fliers with dire warnings about how the EU standards for television will allow godless, sexually perverted programs to flood Poland and create hedonistic egoists out of the younger generation. More marketing, without the big złoty backing.

Where do I stand on the issue? I think it would be foolish for Poland to remain out of the EU — Polska is no Switzerland, after all. The short-term disadvantages (namely, more expensive food and such) will eventually disappear. That’s the hope. As an American living here, though, membership won’t have the same advantages, I guess.

And of course, there’s always the concern that I’ll be living in the territory of the Beast Power of the Book of Revelation, which will rise up any day now and kick America’s immoral . . . or wait, is that the UN? I can never keep those fundamentalist prophecies straight . . .

Matura

Wednesday 7 May 2003

Few things seem to cause as much angst in a Polish teenager’s life like the matura: a series of compulsory written and oral exit exams. Required of all students are two exams from Polish: a written and a spoken test. Students must pass the written before they are allowed to take the oral exam.

The written matura consists of four essay questions read aloud at precisely 9:00 a.m. on the same day in high schools throughout Poland.

This year the questions included the interpretation of a Wisława Szymborska poem (though not the one I included on the 25 November 2002 page), and a question, “Od Adam i Ewy . . .” (From Adam and Eve), about the loss of one’s home and one’s place in society as illustrated through literature. Another question began, “If you want to know a person, look at his shadow . . .”

The second day brings the chosen exams, with most people picking history, with math coming a close second. (Ironically enough, most of the students who chose math were girls — probably something like 80%.) This year there were about six people taking the matura in geography and one girl chose biology. No one chose English, and for good reason: it’s a difficult exam, concentrating mainly on the irregularities and exceptions of English grammar.

Once the students’ pain is over, it’s time for the teachers to get their dose: grading all those exams according to strict criteria.

Then comes the spoken exams — when my pain begins.

The Matura

Wednesday 7 May 2003

PrzemekFew things seem to cause as much angst in a Polish teenager’s life like the matura: a series of compulsory written and oral exit exams. Required of all students are two exams from Polish: a written and a spoken test. Students must pass the written before they are allowed to take the oral exam.The written matura consists of four essay questions read aloud at precisely 9:00 a.m. on the same day in high schools throughout Poland.Matura 2003This year the questions included the interpretation of a Wis?awa Szymborska poem, and a question, “Od Adam i Ewy…” (From Adam and Eve), about the loss of one’s home and one’s place in society as illustrated through literature. Another question began, “If you want to know a person, look at his shadow…”

The second day brings the chosen exams, with most people picking history, with math coming a close second. (Ironically enough, most of the students who chose math were girls — probably something like 80%.) This year there were about six people taking the matura in geography and one girl chose biology. No one chose English, and for good reason: it’s adifficult exam, concentrating mainly on the irregularities and exceptions of English grammar.

Once the students’ pain is over, it’s time for the teachers to get their dose: grading all those exams according to strict criteria.

Then comes the spoken exams — when my pain begins.

The spoken English matura consists of three parts.

  1. There’s a text students must read and be prepared to discuss. Topics include smoking, living in the city, my dream holiday — nothing too taxing, in other words. Usually the exam begins here, with the examiners asking one or two questions about the details of the text and then inviting the victim to “share his/her thoughts” about the topic. Free talking, in other words. This is where the truly good students show they’re truly good, and the less-than-great students struggle.
  2. There are eight grammar questions. They cover everything from tenses to specific grammatical constructions.
  3. There five situations. The situations themselves are described in Polish, but of course students are required to respond in English.

Students are given the situations and text beforehand; the grammar they see for the first time when they sit down for the exam, though they know possible topics.

 

Grammar

‘Samuel didn’t come here last night’. She said __________.Reported speech — gossiping, in other words. The key is in changing tenses and selected words. The correct answer: She said that Samuel hadn’t come/gone there the night before.
If I were the President of the country, I __________ .Conditional, namely the second conditional. Impossible condition (If + past simple), imaginary result (would + verb). If I were president of the country, I would give all teachers a substantial raise.
They enjoy (go) __________ on exotic holiday, but they wouldn’t like (live) __________ outside the USA.Verb patters — or when to use “to” and when to use “-ing.” It’s basically a question of memorization. They enjoy going on holiday, but wouldn’t like to live outside the USA.
Robert (read) __________ a book about English grammar when David (leave) __________ last night.Verb tenses. Since Polish has three verb tenses and English, twelve, it makes senses that students have a bit of trouble keeping all of them straight. Robert was reading a book about English grammar when David left last night.

Situations

Buy a one-way train ticket from Warsaw to Pairs. How would you ask about a return ticket?The situations are fairly straightforward, and even a little boring. Usually one of them is fairly involved, requiring interaction with one of the examiners, but the rest are often a matter of one or two sentences.
You returned very late from a friend’s house. Apologize to your parents and explain that the bus driver had to repair the bus.